National Science Education Research Articles

Challenges Experienced by Teachers when Integrating Indigenous Knowledge Systems in Natural Sciences Practical Work

This study explored what challenges teachers experienced when integrating indigenous knowledge systems (IKS), which are culture specific, into practical work in natural sciences classrooms with diverse learners. Using an exploratory qualitative case study based on an interpretive paradigm, three natural sciences teachers and two subject advisors were purposively selected from the Harry Gwala district in the KwaZulu–Natal province of South Africa. Semi-structured interviews, a focus group interview and practical work lesson observations were used to collect data that were analysed using thematic content analysis. The findings show that when indigenous knowledge was integrated with practical work, real-life activities were simulated in the classrooms. The introduction of real-life situations and IKS-based practical activities invited IKS-based learner behaviour. When simulating real-life practices, the learners’ socio-cultural beliefs became manifest. It was reported that learners assigned traditional gender roles for the practical work activities. Recent initiates into adulthood did not participate in activities that included the use of open fires because it was forbidden in their culture. Learners were also not willing to work with clay soil based on the belief that it attracted goblins, despite evidence showing its use in the building of huts and making of pots. Furthermore, teachers recognised the need to manage the conflicts and controversies that might result from integrating IKS into practical work. The study recommends education districts to establish contextualised resource centres for IKS integration that take into account the socio-cultural beliefs of local learners as a way to support the teachers.

Crossing the frontier from oral to written translanguaging for epistemic access in natural science

Background: South Africa’s Language-in-Education Policy (LiEP) provides for bi/multilingual education, but schools are only supported to choose monolingual English language policies from Grade 4 and ignore the learners’ home language or languages as resources for learning. Many teachers translanguage orally, using the learners’ home language and English to make learning more meaningful but seldom extend this to written translanguaging.Objectives: Research was conducted to document the process and effects of a teacher development project, translanguaging-for-learning (L4L) which supported teachers in developing translanguaging pedagogies to improve learner access to the curriculum and to develop academic bi-literacy.Method: This article focuses on the development of one senior phase (Grades 7–9) natural science teacher who participated in the L4L project. Data were collected following an ethnographic approach in workshops and classrooms through observation, interviews, photos, videos, and learners’ workbooks.Results: The research illustrates how with workshop engagement, mentoring support and the provision of multilingual dictionaries, a teacher’s bi/multilingual languaging skills were legitimised and mobilised to engage learners in knowledge construction, both orally and in writing. Classroom interaction shifted from being teacher-led to being more learner-centred and bilingual, providing opportunities for biliteracy, and identity affirmation.Conclusion: The findings illustrate improved learning opportunities through planned, systematic translanguaging pedagogies.Contribution: The research suggests a model for bi/multilingual education and teacher development that recognises African languages as important resources for learning to further linguistic equity, access, and social justice.

Exploring Food Processing in Natural Science Education: Practical Applications and Pedagogical Techniques

Food processing is an essential link in the chain that connects agricultural production with consumer nutrition and safety. This paper attempts to discuss how effectively food processing can be integrated into the curriculum of natural sciences to further the understanding of students about scientific principles through practical applications. Discussion of relevance to food processing prepares the ground for biology, chemistry, and environmental science, focusing on such core processes as fermentation, pasteurization, and conservation. This paper outlines how reviewing successful strategies and case studies, concept concretization of science is realized through practical activities and interdisciplinary projects, and larger goals are achieved in education for sustainability, food safety, and healthier eating. Besides, it underscores the place of technology and innovation through digital tools and virtual simulation in making the lessons interactive for the students in a career-oriented manner. The article concludes with the following practical suggestions for educators and advocates of the partnership among schools, industry, and community toward an enriched education preparing students with vocational skills.

Developing Problem-Based Learning Flipbook Media to Enhance Natural Sciences Education in Fifth Grade

The lack of diverse learning media was a factor that impacted student understanding, resulting in low learning outcomes. This study aimed to develop a problem-based learning (PBL) flipbook on environmental damage content as a media for science education in fifth-grade elementary. The research utilized the ADDIE model. The study used two classes: one experimental class with 22 students and one control class with 20 students. Data collection instruments included questionnaires and tests. The results indicated that the PBL flipbook media was highly suitable and effective for supporting science learning in fifth grade. Media experts validated the flipbook and rated it in the qualified category with a score of 93%, meaning that the media emphasizes presentation according to the target; the supporting presentation was interesting; the learning presentation was appropriate; the language used was appropriate; and the cover design and content were interesting. Content experts validated the flipbook and rated it in the very suitable category with a score of 91%, which means that the content was presented following the learning objectives; the content was presented appropriately; there were appropriate presentation supporters; the language used was appropriate and the level of language was appropriate for students; and appropriate learning syntax. The average user response was 91%, meaning that the flipbook content was presented appropriately; the flipbook was easy to use; the language level was appropriate, the flipbook was interesting; the flipbook was useful; and the learning steps were appropriate. The effectiveness of PBL-based flipbooks in improving students' understanding of the content was indicated by the results of the Sig (2-tailed) 0.01 t-test, meaning that there were significant differences in learning outcomes between experimental and control classes after treatment.

A Classroom Intervention of Enhancing Namibian Preservice Science Teachers’ Conceptual Understanding of Properties of Waves Through Mnemonics

This quantitative classroom intervention study investigated the effectiveness of using mnemonics to enhance preservice teachers’ conceptual understanding of the topic of wave properties in physics. The study involved a sample of 30 final-year undergraduate preservice teachers enrolled in the Bachelor of Education Honours, Senior Primary with specializations in Natural Science and Health Education at Dorado Campus of The International University of Management in Namibia. The primary objective was to assess the impact of a targeted mnemonic-based instructional intervention on their ability to comprehend and apply key physics concepts related to wave properties. Initially, participants’ baseline understanding of these concepts was evaluated through pre-intervention assessments, which provided a measure of their existing knowledge. A structured mnemonic-based teaching intervention was then implemented over a specified period, designed to facilitate improved understanding of wave properties. Following the intervention, post-assessment evaluations were conducted to compare and measure changes in the participants’ conceptual understanding of the subject matter. This comparative analysis aimed to identify any significant improvements resulting from the mnemonic-based instruction. The findings indicated that there were notable improvements in the participants’ conceptual grasp of wave properties after the mnemonic-based intervention. Additionally, the study collected and analyzed participants’ feedback regarding the use of mnemonics, offering insights into their perceptions of the technique’s effectiveness as a pedagogical tool for learning complex scientific concepts. This research contributes to the broader field of physics concepts by providing evidence-based strategies to enhance the preparation of preservice teachers, particularly in physics education. Ultimately, the results of this study have the potential to inform and improve teaching practices, fostering more effective and engaging educational experiences in future science classrooms.

TRISDEŠIMTOJI NACIONALINĖ MOKSLINĖ-PRAKTINĖ KONFERENCIJA „GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2024“: KONFERENCIJOS APŽVALGA

2024 is a truly special year. This is the year of the Jubilee Scientific and Practical Conference "Natural Science Education in a Comprehensive School - 2024". And this was the thirtieth conference. Throughout this time, science, engineering and technology have developed at a significant and rapid pace. The theory and practice of science education has undoubtedly evolved, including the strategies and practices of science education. The importance of science and technology education is unquestioned, but its orientation towards competences, with an emphasis on learning through science and the linking/integration of science with other subjects, remains. The 30th Conference continued an already established practice. The conference took place over two days. The two-day conference focused on science and technology education, which has recently become a priority in society and is likely to remain so in the future. The 30th Conference started on 25 April. On the eve of the Conference, an informal round table discussion on "Education issues" was organised. The importance of the cultural programme should also be mentioned. On the first day, at the end of the conference, participants had the opportunity to get to know Plunge better. The most important places of the city were visited. The staff of the Plunge Tourism Information Centre organised a sightseeing tour of Plunge. The city centre, the central square and the church were visited. Participants had a unique opportunity to walk around the Plunge Smart Park and to visit the Plunge Manor House, or Mykolas Oginskis Palace, one of the most beautiful monuments of 19th-century Lithuanian architecture. The plenary session of the conference provided a retrospective of all the conferences. Thirty years of really great organisational, managerial, publishing and other work. A total of 30 conference proceedings were published. It is estimated that a total of 677 papers were published, with a total page count of 4787. If all the pages were put together, it would be a single publication 281 mm thick. This is a really big work, a really good repository of scientific and didactic-methodological research and work. The work of this 30th conference has been recorded and is freely available on our YouTube channel (https://www.youtube.com/playlist?list=PLoZNO1c3zi72-RxbETp4AmMQ8Lz2C-QPC). Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: https://oaji.net/journal-archive-stats.html?number=1984&year=2023&issue=20002 Keywords: national conference, practical work, science education, science teachers, science pedagogy

Exploring Indigenous Knowledge Systems Integrated in Natural Sciences Practical Work in Selected South African Schools

This study used the nature of indigenous knowledge (NOIK) framework to explore indigenous knowledge systems (IKS) practices that were integrated when practical work in natural sciences was facilitated. In this interpretive explorative case study, data were collected by semistructured interviews, lesson observations and a focus group interview conducted with three purposively selected natural sciences teachers and two natural sciences district officials in the province of KwaZulu-Natal in South Africa. Thematic analysis techniques were used to analyze the data that were collected. Three findings on ways to integrate IKS in science practical work are the following. First, IKS was integrated in practical work through teaching of applied science and including the learners’ lived experiences of local technologies to solve problems. Second, practical work that integrated IKS was conducted as empirical observations of natural phenomena, which included genetic variation of plants and animals, including human beings, animal behavior, using moon cycles and the movement of the sun to guide day-to-day, cultural and agricultural activities. Third, some of the IKS included myths and superstitions that distorted the public understanding of science but were nevertheless used to persuade people to uphold certain cultural practices. The study recommends comparing NOIK and the nature of science when integrating IKS in the classroom to enable learners to distinguish myths from scientific facts.

RESEARCH APPROACH IN METHODOLOGICAL FUTURE SCIENCE TEACHER TRAINING

The article is devoted to a research approach implementation in the methodological training of future science teachers. The author emphasizes the need to develop research competence in higher education students majoring in the subject specialty 014.15 Secondary Education (Natural Sciences) and obtaining a professional qualification of a teacher of natural sciences, physics, chemistry, and biology to work in the New Ukrainian School. The article’s purpose is to reveal the essence of the research competence of future science teachers and the peculiarities of implementing the research approach in their methodological training. It has been established that the research approach involves the organization of the educational process in which learning takes place through research activities. The research competence of future science teachers is interpreted as an integrative quality of a personality that combines motivation for research, methodological knowledge and knowledge of research technologies, research skills, the ability to carry out research activities, organize them with students in teaching science subjects, and evaluate their effectiveness. It is determined that this research competence combines motivational, cognitive, activity-operational, and reflective components. The importance of methodological disciplines in the formation of research competence of future teachers of natural sciences, physics, chemistry, and biology is emphasized. It has been found that the research approach in the methodological training of future teachers requires the use of specific teaching methods and technologies (project, contextual, case technology, research laboratory work). It contributes to the research competence of higher education students development, in particular, their ability to organize students’ research activities in science classes in general secondary education institutions.

Preparation of future natural science teachers for the use of digital educational resources during teaching

The article examines the complex aspects of training future teachers of natural sciences to use digital educational resources in the educational process, which is an actual topic of modern pedagogy. Development of pedagogical knowledge, as well as cooperation with scientific institutions and scientists are key components of successful training. The article examines in detail the support of teachers from scientists, the integration of science with other disciplines, and the formation of a positive attitude toward science among students. The importance of the development of scientific thinking, the creation of educational materials, the use of digital educational resources, the formation of professional qualities and the use of an interdisciplinary approach for the training of future teachers of natural sciences is emphasized. The main challenges, such as technological barriers and insufficient funding, which can prevent the use of digital educational resources in the educational process, are highlighted. An important aspect is also professional development and support for innovation in education, which allows teachers to constantly improve their knowledge and skills using the latest technologies and methods. Thus, the preparation of future teachers of natural sciences to use digital educational resources is a multifaceted process that includes the development of pedagogical knowledge, support of scientists, integration of science with other disciplines, development of professional qualities and use of modern technologies. Providing teachers with the necessary support and resources contributes to the successful implementation of these approaches, increasing the quality of education and student interest in natural disciplines. The importance of the participation of scientists in the development of educational programs that integrate various scientific disciplines and emphasize the practical application of knowledge is emphasized. Restructuring of primary and secondary school curricula, as well as optimal professional development formats, are important aspects of improving the quality of teaching. Evaluation of educational programs shows the need for changes in content education and pedagogy. The support of teachers from scientists, the integration of science with other disciplines and the formation of a positive attitude towards science among students are considered. The development of competencies, including scientific thinking, the creation of teaching materials, the use of digital resources and an interdisciplinary approach, are key to the preparation of future teachers. Challenges, such as technological barriers and insufficient funding, are discussed, as well as prospects for improving skills and supporting innovation in education. The article provides a comprehensive overview of the preparation of future natural science teachers to use digital educational resources and highlights important aspects of this process with an emphasis on teacher support and development of their competencies

Factors affecting the quality of mathematics teaching and learning of high school students in the 4th grade in Savannakhet province

The purpose of this research is to examine the factors that affect the quality of learning and teaching mathematics of 4th grade students in Savannakhet province. The sample group included the 4th grade students and natural science teachers with a total number of 434. The data was analyzed by SPSS program and Microsoft Excel to calculate frequency, percentage, standard deviation, CV and content analysis. The results of the research are as follows: The results of the analysis of the factors that affect the quality of teaching mathematics the most according to the students' ideas are curriculum by average value of 3.58, which means that the curriculum is suitable with the current learning standards at a low level, followed by the factors of teachers and family with an average 3.57 and 3.52 respectively. The results of the analysis of the factors that affect the quality of teaching mathematics according to the teachers' ideas in general are at good levels and when considering each aspect, it is found that the factor that affect the most is the teacher with an average of 3.82, followed by the curriculum and teaching aids with an average of 3.81 and 3.80 respectively. The results of the analysis of teachers' and students' opinions toward the improvement of the quality of mathematics teaching are: paying more attention to study of students covering 28.65%; teaching methods consistently with the current situations, covering 15.63%, giving opportunities for students to participate in learning more covering 15.71%, and organizing a program to promote those who are good at learning and help weak students covering 12 .50% respectively.

Exploring Theoretical Issues on Teaching Natural Science Subjects in Grade 6 at Secondary Schools in the Context of Vietnam

Teaching Natural Science subjects in grade 6 at Secondary schools can be understood as the process of impact of teachers teaching Natural Science subjects on grade 6 pupils, through educational activities, to impart knowledge of Natural Science, to achieve academic objectives according to the regulations of the general education program. Studies have shown that teaching Natural Science subjects in grade 6 at Secondary schools is designed to develop the qualities and abilities of Natural Science for grade 6 pupils. This educational activity has achieved some positive results in the past but still reveals some limitations. Exploring theoretical issues in teaching Natural Science subjects in grade 6 at Secondary schools will help identify necessary content and orientation for practical activities. Based on the assessment of legal documents of the state; research selectively inherits in-depth research of several researchers; analyze, compare, synthesize, and evaluate; this study has discovered theoretical issues on teaching activities of Natural Science subjects in grade 6 at Secondary schools as position, role, objectives, content, methods, forms as well as conditions to ensure teaching activities of Natural Science subjects in grade 6 at Secondary schools. Discovering these contents has clarified and supplemented the missing content on theoretical issues; at the same time, it is the basis for applying to educational practice at Secondary schools.

Teacher perceptions on the image, teaching and learning of natural sciences: An exploratory study

Introducción: Reconocer la percepción de las ciencias naturales en los docentes es una oportunidad importante para transformar la práctica de la misma y, por consiguiente, adaptarse a las realidades en las aulas; tomado esto como punto de partida para la reflexión de la práctica pedagógica. Objetivo: Analizar las percepciones sobre la imagen, enseñanza y aprendizaje de las ciencias naturales en el profesorado de básica primaria de algunas instituciones educativas del municipio de Arauca. Materiales y Métodos: Cuantitativo de tipo exploratorio-descriptivo y de corte transversal en el que se tomó como muestra a 52 docentes a los cuales se les aplicó una encuesta utilizando la escala de Likert. Para el análisis de la información se utilizó estadística descriptiva. Resultados: Se encontró una tendencia constructivista en las concepciones sobre la imagen enseñanza y aprendizaje de las ciencias naturales de los maestros; sin embargo, existe también una perspectiva centrada en el profesor y los conocimientos escolares (paradigma tradicional). Conclusiones: Se develó un profesorado que emplea concepciones mixtas bajo dos enfoques que resultan algo conflictivos, siendo importante transformar el marco epistemológico y metodológico que impulse hacia nuevas maneras de abordar las realidades educativas. Así mismo, es necesario avanzar en estudios que ratifiquen estas concepciones; mediante el análisis de las prácticas, las percepciones del estudiantado y los modelos formativos del Proyecto Educativo Institucional (PEI) en las instituciones de los profesores, posibilitándose la reflexión y la mejora del acto educativo, al identificar áreas de resistencia y aceptación de nuevas metodologías, permitiendo diseñar intervenciones efectivas y contextualizadas para la formación docente.

The Effectiveness of the Problem-Based Learning Model Assisted by Mind Mapping in Natural and Social Sciences Subjects (IPAS)

Natural and Social Sciences (IPAS) education in Indonesia has emerged and evolved through various changes in accordance with the conditions and needs of the Indonesian nation. The aim of this research is to examine the effectiveness of the Problem-Based Learning (PBL) model assisted by Mind Mapping in Grade IV at SDN Kalibanteng Kidul 01, Semarang City, for the Social Studies subject focusing on Indonesia's rich culture. The research employs a quasi-experimental design. The study population consists of all Grade IV students from SDN Kalibanteng Kidul 01, Semarang City, for the 2023/2024 academic year, with a total of 81 students. This population is divided into an experimental class (Grade IV A) and a control class (Grade IV B). The average posttest score of the experimental class was higher than that of the control class, with the experimental class scoring 81.60 and the control class scoring 60.17. The ttable value was found to be 1.701. With this, it can be concluded that H0 is rejected. Ha is accepted because the t-test < 0.05, namely 0.000 < 0.05 and tcount > ttable, namely 6.362 > 1.701. Although the results of the analysis of the difference in pretest and posttest scores obtained a t-count of 5.682 with a significance level of 0.000. Even though ttable is 1.701 with a significance level of 0.000. With this, it was concluded that H0 was rejected and Ha was accepted because the t-test < 0.05, namely 0.000 < 0.05 and tcount > ttable, namely 5.682 > 1.701. Thus, it is concluded that the Problem-Based Learning model assisted by Mind Mapping in Grade IV at SDN Kalibanteng Kidul 01, Semarang City, has a significant impact on improving students' learning outcomes in Social Studies compared to the control class

Facilitation of practical work in Natural Sciences: experiences and approaches of junior teachers

Background This study delved into the experiences and approaches employed by junior teachers in facilitating practical work in Natural Sciences during the teaching and learning process. In South Africa, Grade 7 marks the final year of primary school education, with learners typically aged between 11 to 13. The researchers noted significant challenges faced by junior Grade 7 teachers in preparing, organizing, and carrying out practical work within the context of teaching and learning in Natural Sciences. Methods In the present study, a qualitative multiple-case study design was employed. Three grade 7 Natural Sciences junior-level teachers were purposefully selected as participants. Data was gathered through classroom observations, semi-structured interviews, and document analysis. Results The study findings revealed that certain grade 7 junior Natural Sciences teachers found it challenging to manage practical work during teaching and learning. Some teachers also faced difficulties in maintaining discipline during practical work and demonstrations, both inside and outside the classroom. To cope with the demands of facilitating practical work in Natural Sciences teaching and learning, teachers employed various approaches, such as group work, observations, demonstrations, illustrations, projects, and inquiry-based scientific investigations. Conclusion It is recommended that teachers should receive professional training on effectively facilitating practical work to support the new teaching and learning methods outlined in the Curriculum Assessment Policy Statement. They should also be equipped with pedagogical content knowledge to help them achieve the goals of practical work in teaching and learning Natural Sciences.

Assessment of diabetes related-knowledge and practice among Algerian university students: a cross-sectional survey

Diabetes is increasing significantly in the world especially among low- and middle-income countries including Algeria where it is ranked second in term of morbidity. This study was conducted aiming to evaluate the level of knowledge and lifestyle practice among Algerian university students. A national online cross-sectional survey was conducted between 14 November 2022 and 11 February 2023. 417 students answered the questionnaire. Demographically, females (82%), singles (86.1%), students aged between 20 and 30 years old (62.2%) and those living in urban areas (86.8%) were the most represented. More than half were students of bachelor level (52.3%) and were mainly studying in Natural and Life Sciences (37.2%) and Humanities (29.5%) faculties, and 10.6% of them declared living with diabetes. Overall, an average percentage of 75.1% correct responses was obtained and 54.6% of the respondents have shown a high level of knowledge. If age, the field of study and paternal education were associated with a high level of knowledge, being a Health Sciences student (OR: 10.175, CI 95%: 2.985–34.677) and being diabetic (OR: 10.486, CI95%: 3.424–32.12) were highly significant factors (p < 0.01). Regarding lifestyle practice, a moderate level of good practice of 54.2% was obtained and the level of knowledge was the only associated factor. These results described that some gaps of knowledge were observed especially among certain categories including students without formal education in Health, and Natural and Life Sciences. Results of this study could be helpful to the health program deciders in their campaigns of prevention against this silent disease.

Managing the Teaching Activity of Natural Science Subjects in Grade 6 at Secondary Schools in Bien Hoa City, Dong Nai Province

Improving the quality of teaching natural science for grade 6 pupils, according to the 2018 General Education Program at secondary schools, is mandatory. Management activities are necessary to improve the quality of teaching. The tasks and purposes of this study are to analyze and evaluate the current status of management activities, find out the limitations and causes of the limitations, thereby proposing management measures to improve the quality of teaching Natural Science in grade 6 according to the 2018 General Education Program at secondary schools in Bien Hoa city, Dong Nai province. This study conducted a survey of 114 people including 20 board of directors, management staff, and 94 teachers of secondary schools according to the following contents: (i) Survey on awareness; (ii) Survey on planning; (iii) Survey on organizing teaching activities; (iv) Survey on directing teaching activities; (v) Survey on testing and evaluating teaching activities. The survey, combined with qualitative research, helps to correctly assess the current situation, limitations, and causes of limitations, which is the basis for perfecting management measures to improve the quality of teaching Natural Sciences for grade 6 according to the 2018 General Education Program at secondary schools, thereby contributing to the comprehensive development of educational quality and pupil capacity in Bien Hoa city, Dong Nai province.

Effect of Animated Video Media on Creative Thinking in Elementary School IPAS (Natural and Social Sciences) Learning

This study aims to explore how animated video media affects students' creative thinking in IPAS (Natural and Social Sciences) education. To achieve this, researchers used a preexperimental design with a static group comparison approach. This design involves two groups of students: one that is exposed to the animated video media (experimental group) and another that is not (control group). The study included two key assessments: a pretest (O1) conducted before the introduction of the animated video media, and a posttest (O2) administered after the intervention. These tests were designed to measure changes in students' creative thinking abilities. The focus of the research is on how animated video media can enhance creative thinking within IPAS learning, particularly in the area of social studies at the elementary school level. By comparing the results of the pretest and posttest, the study aims to evaluate the effectiveness of animated video media in fostering creativity in students' social studies education.

Integration of democratic values in natural sciences education: A Literature Review of the last 50 Years

This study examines how democratic values have been promoted through natural sciences education over the last 50 years, providing a comprehensive analysis based on a systematic review of relevant literature. The central problem addressed is understanding the role of natural science education in fostering democratic values such as equity, participation, critical thinking, and ethical responsibility. This research aims to identify and analyze strategies, methodologies, and transformative experiences that contribute to the promotion of democratic values. This study employs the PRISMA methodology to ensure a rigorous and structured systematic review. Data were collected from multiple databases using detailed Boolean equations. Tools such as ScientoPy and VOSviewer were used for data preprocessing, clustering, and network visualization, followed by qualitative analysis to categorize the findings. Educational programs in natural sciences have increasingly integrated democratic values, fostering a culture of inclusivity and participation; the incorporation of ICT has enhanced equity and participation, while civic education has been fundamental in developing critical and informed citizens; citizen science initiatives have empowered students to engage in democratic deliberation and address epistemic injustice; cooperative learning methods in science classes have effectively promoted gender equity and inclusion; and emphasis on sustainability and environmental justice in science education has promoted democratic values and empowered students to take action on global challenges. In conclusion, natural science education is an effective vehicle for promoting democratic values, but it is an understudied field. By integrating practices that emphasize inclusivity, critical thinking, and ethical responsibility, science education not only enhances students’ scientific understanding but also prepares them to be active, informed, and responsible citizens.

EduQuestioning mobile learning application: a catalyst for developing HOTS-based assessment questions referring to Revised Bloom’s Taxonomy

Mobile learning application for assisting teachers or preservice teachers to develop questions based on higher-order thinking skills had not been widely invented. Thus, this study aimed to develop EduQuestioning mobile learning application that could help teachers or teacher candidates create assessment questions based on higher-order thinking skills (HOTS). The present study used research and development design by involving developmental stages of analysis, design, development, implementation, and evaluation (ADDIE). This study involved qualitative and quantitative data. There were eight lecturers and sixty-one preservice teachers majoring in mathematics, natural science, social science, and Indonesian language education involved as the participants. They were chosen using inclusion criteria such as being involved in assessment course. Data were collected using forum group discussion, student-needs analysis questionnaire, Aiken and Expanded Gregorian Index content validity sheet, face validity sheet, and structured response questionnaire. The obtained qualitative data were analyzed using Miles and Huberman’s theory and the quantitative data were analyzed using descriptive statistics and Swanson’s quartile categorization. Results showed that EduQuestioning mobile learning application could be developed through ADDIE stages with a very high content and face validity. In addition, the participants gave positive response on the use of EduQuestioning with M% &gt; 75% and Q = 4. This study suggested that EduQuestioning mobile learning application could be accessed freely and used to train developing HOTS-based learning assessment questions.

Augmented Reality in Natural Sciences and Biology Teaching: Systematic Literature Review and Meta-Analysis

This article presents the results of a systematic literature review followed by a meta-analysis of studies on the use of Augmented Reality (AR) in the teaching and learning of Natural Sciences and Biology, among primary and secondary school students. The variables considered were the effects on student learning and motivation, as well as other variables like students understanding and students’ perception of the cognitive load. The teaching contexts and strategies used in association with AR were also considered. The PRISMA methodology was used in articles published between 2010 and 2023, in EBSCO, Science Direct, Scopus, Springer Link, Taylor &amp; Francis and Web of Science databases. Seven hundred and twenty-one articles (721) were found, which, after applying the inclusion and exclusion criteria, were reduced to 15. The results showed that, in most studies, AR associated with certain teaching strategies and using a quasi-experimental research methodology produced better results in learning and student motivation and other variables such as student understanding and memorization (from Bloom's taxonomy), and perception of cognitive load. The overall analysis of the data allowed us to observe a strong effect size value (d = 1.13 [0.39;1.86]) in favour of the experimental group regarding learning and a moderate effect on motivation when using AR (d = 0.52 [0.30;0.74]). The same occurred with other variables studied where students obtained better results, which translated into a small or medium effect size. For example, in the perception of cognitive load, the effect size was d= 0.73. Doi: 10.28991/ESJ-2024-08-04-025 Full Text: PDF